Course-level social belonging: Effects on student performance and

Course-level social belonging: Effects on student performance and persistence in General Chemistry Gina Frey Department of Chemistry University of Utah 04/30/2022 University of Utah

Cognitive Student Performance/ Persistence Educational 04/30/2022 Affective University of Utah

Social Identity Social Identity: self-concept derived from membership in social groups (Tajfel & Turner et al., 1979) Age, ability, ethnicity, first language, gender, national origin, race, religion, sexual orientation, socio-economic status Individuals’ multiple identities are salient in different contexts, can intersect/ interact in complex ways Identity threat: when individuals fear their treatment will be contingent on one of their social identities (Steele, Spencer, Aronson, 2002; Walton, Murphy, Ryan, 2015) Students’ social identities shape how they Gather information about how they are welcomed and valued by their peers Interpret feedback Are aware of numerical diversity in their environment 04/30/2022 University of Utah

Social Belonging Belonging or having stable, positive relationships with others is a basic human need (Baumeister & Leary, 1995) Connectedness to a social, spatial, cultural, professional, or other type of group or a community (Hurtado & Carter, 1997). “The extent to which individuals feel like a valued, accepted, and legitimate member in their academic domain.” (Fink et al., 2020) “Academic domain” can be an institution (i.e., The University of Utah), a field of study (i.e., chemistry), a class (i.e., General Chemistry) 04/30/2022 University of Utah

Social belonging is important in academic settings Social belonging is an important psychological factor associated with college-student motivation, achievement, and retention (Murphy & Destin, 2016) Groups underrepresented in higher education and in STEM often report less belonging (Trujillo & Tanner, 2012) and more uncertainty about their belonging (Walton & Cohen, 2007, 2011) Independent effects of different levels of belonging – course, major, and university – on undergraduate STEM students’ behavioral and emotional engagement in their courses, with course-level belonging proving most influential (Wilson et al., 2015). The impacts of social belonging and other affective factors on outcomes in STEM are being studied across gender and racial/ethnic identities, and the effects on other underrepresented groups (e.g., first-generation students) are less understood. 04/30/2022 University of Utah

Two facets of Social Belonging Sense of Belonging Perceived belonging reflects students’ overall evaluations of their fit and social relationships in educational settings, indicating whether they generally agree or disagree that they belong. Belonging Uncertainty (less studied) Term introduced by Walton and Cohen (2007) Awareness of educational inequities and stereotypes, experiences with discrimination, and other threats to inclusion can cause students from underrepresented groups to question or doubt the quality of their social connections in educational settings (Mallett et al., 2011). Probes the relative stability and performance contingency of students’ perceived belonging 04/30/2022 University of Utah

Adapted course-level belonging measures Sense of belonging (SB) Belonging Uncertainty (BU) I feel like I fit in General Chemistry. I feel comfortable with my peers and classmates in General Chemistry. I feel comfortable with my professors in General Chemistry. Setting aside my performance in class, I feel like I belong in General Chemistry. I feel uncertain about my belonging in General Chemistry (i.e., sometimes I feel that I belong, sometimes I don’t) When I don’t perform well, I feel like maybe I don’t belong in General Chemistry. Strongly Disagree Mildly Disagree Disagree 1 2 3 Mildly Agree Agree Strongly Agree 4 5 6 Adapted: Both scales, Fink et al (2020); People in General Chemistry are a lot like me. SB original: (London et al., 2013; Walton & Cohen, 2007, 2011); BU original (Walton & Cohen, 2011) 04/30/2022 University of Utah

Why look at belonging in General Chemistry? Most students are experiencing a critical period of personal and academic development. The transition to college is challenging for most students (Tinto, 1993), but compounded for students from under-resourced or marginalized groups who may feel alienated by the cultural norms of the institution (e.g., Stephens et al., 2012) May prove especially acute in large-enrollment, lecture-based, introductory STEM courses like general chemistry, where rigorous coursework is combined with an unfamiliar learning environment and often limited opportunities for individual participation during class. Understanding how early belonging varies and impacts first-year students’ success in general chemistry may point chemical educators towards new strategies for supporting their students and retaining more talent in STEM and healthcare fields. 04/30/2022 University of Utah

Studies at 2 different institutions Washington University in St. Louis Private highly selective research-intensive institution University of Utah Public land-grant research-intensive institution Both large General Chemistry courses with multiple sections taught as a single section (N 800-900) Multiple instructors Sections have same homework, quizzes, exams, syllabi, and all students are graded commonly with same absolute grading scale 04/30/2022 University of Utah

What are the impacts of student social belonging on student outcomes in General Chemistry? How does social belonging in General Chemistry differ according to demographics (i.e., gender, race/ethnicity, & first generation) and academic preparation (i.e., math abilities, content knowledge, & college–preparatory experience)? How does social belonging affect performance and persistence in General Chemistry series? How do these effects differ according to demographics (i.e., gender, race/ethnicity, & first generation) and academic preparation (i.e., math abilities, content knowledge, & college–preparatory experience)? Is there a recursive effect between social belonging and course performance? How do these effects differ according to demographics (i.e., gender, race/ethnicity, & first generation) and academic preparation (i.e., math abilities, content knowledge, & college–preparatory experience)? 04/30/2022 University of Utah

Key Findings from the 2 Studies In two institutions with different populations, large GC courses, Generalizability of course-level social belonging survey instrument with 2 factors Sense of Belonging and Belonging Uncertainty are statistically separate factors What affects early-semester SB and BU: Gender difference in SB and BU: Men had higher SB and lower BU than women Inconclusive about academic background affecting early SB/BU At Wash U, AP and pre-content knowledge (not ACT Math) affected SB and BU for all students Not seen at Utah Small size effect (0.03 – 0.07) 04/30/2022 University of Utah

Additional Key Findings from Wash U Early-semester SB/BU affects performance (cumulative final exam score) in both GC1 and GC2 for all students After taking into account academic background (ACT, 1.2 pts; Pre, 0.18 pt), PLTL participation (5 pts) Approximately 1.7 points on exam for 1 point in SB or BU (SB GC1; SB & BU GC2) Persistence in the series: Late semester SB affects continuing and finishing second semester GC2 After adjusting for academic preparation, demographics, PLTL participation, & GC1 performance As late-semester GC1 SB increased from 4 (mildly A) to 5 (A) to 6 (SA), her predicted probability of attrition decreased from 20.2% to 6.2% to 0.6%, respectively (an average-preparation Asian, female, PLTL non-completer) 04/30/2022 University of Utah

Why might belonging affect performance (one current model; not yet shown in science, math, and engineering)? Supportive Classroom Environment Sense of Belonging Motivation Engagement in Academic Activities Achievement Recursive Process: affect-cognition-behavior chain is thought to be cyclic and self-reinforcing, such that negative self-perceptions contribute to maladaptive learning strategies and poor performance, which beget more negative perceptions, and so on (Yeager & Walton, 2011). Zumbrunn, McKim, Buhs, Hawley, 2014 04/30/2022 University of Utah

Recursive Process Study - Utah Study Recursive process seen in GC1 Step 1: After Accounting for Academic Preparation (ACT Math and Preassessment Test), Early-Semester Belonging Uncertainty Negatively Affected Midterm-Exam Performance (Average of Exams 1 and 2) Only for the Intersectional Group of First-Generation Students and Women ACT math (1.3 pts); Pre-knowledge (0.9 pts) for all students 04/30/2022 University of Utah

Recursive Process Study - Utah Study Step 2: Mid-term performance predicted late-semester social belonging (both factors) for all students. Pre-knowledge and ACT Math did not predict SB or BU Example of mid-term performance on SB and BU A student having an 80% average would be expected to report a BU score that is 0.17 standard deviation above the BU score of a student with a 90% exam score Women again experience higher BU score than men, even with comparable exam performance 04/30/2022 University of Utah

Recursive Process Study - Utah Study Step 3: Late-semester sense of belonging predicted noncumulative final exam performance. Again pre-knowledge and ACT Math predicted exam score similar to the early exam score effect (ACT math (1.4 pts); Pre-knowledge (0.9 pts) for all students) Late semester SB (but not BU) predicted exam score for all students; 4pts higher on exam for 1 standard deviation increase in SB score Earlysemester Social Belonging Midterm Achievement 04/30/2022 Latesemester Social Belonging Achievement University of Utah

Why might belonging affect performance (one current model; not yet shown in science, math, and engineering)? Supportive Classroom Environment Belonging Motivation Engagement in Academic Activities Achievement Recursive Process: affect-cognition-behavior chain is thought to be cyclic and self-reinforcing, such that negative self-perceptions contribute to maladaptive learning strategies and poor performance, which beget more negative perceptions, and so on (Yeager & Walton, 2011). Zumbrunn, McKim, Buhs, Hawley, 2014 04/30/2022 University of Utah

Implications for instructors Create a inclusive and supportive environment Check material and language Include examples of different genders, races/ethnicities, first generation, etc.) Encourage growth mindset for both instructors and students A belief that all learners’ can grow and improve. Set your assessments to encourage this process. Reinforce at critical points in the semester (e.g., after each exam has been taken) when students struggle to maintain positive selfbeliefs. Use multiple types of assessments and lower percentage of grade that is based on number of high-stakes assessments Target motivation: e.g., Use utility-value interventions Target Engagement: e.g., Use active-learning, collaborative strategies Use multiple interventions and reinforce throughout the semester and into the second semester of the course 04/30/2022 University of Utah

Group members and Collaborators Collaborators Current Group Members Graduate Students Josh Edwards Lori Laguerre Hector Torres Undergraduate Researchers Hannah Blomgren Dasha Walker Eva Quintus-Bosz Salma Djalal Maria Munoz Sophie Humpherys Mark Jareczak (REU; Wash U) Ramón Barthelemy, The Department of Physics, Utah Effect of Classroom Inclusivity on student outcomes in STEM Center for Science and Mathematics Education (CSME; Utah) Learning Assistant (LA) project HHMI UPSTEM project Center for Integrative Research on Cognition, Learning, and Education (CIRCLE; Washington University in St. Louis) Peer Led Team Learning (PLTL) project Classroom Inclusivity and social belonging project (HHMI) Concept-building Approach project Social Network Analysis (HHMI) Group Website: https://chem.utah.edu/directory/frey/research-group/ 04/30/2022 Inclusive STEM Teaching Project (Multi-institutional NSF Grant) Faculty/Future Faculty online Inclusive Teaching University of Utah program

Social Belonging and Inclusive Learning Environments Frey Group Research Social Belonging Sense of Belonging Belonging Uncertainty Peer-Assisted Collaborative Learning Peer Leaders include roles of LA, SI, PLTL, and undergraduate TA. We are looking at Learning Assistants (LAs) who facilitate discussions among groups of students in classroom settings to encourage active engagement. Our group studies LA implementation and their effect on classroom inclusivity. Projects: UofU faculty LA implementation in STEM UofU LA course inclusivity in STEM Study methods used Survey Interviews Projects: Belonging in UofU general chemistry, organic chemistry, introductory physics Belonging in SLCC introductory biology Cognition and Metacognition Faculty development Research Questions: 1. What types of self-directed study behaviors do STEM students have and what is the effect on their performance? 2. What effect does academic mindset have on self- directed study behaviors of STEM chemistry students? 3. What effect does social belonging have on self-directed study behaviors of STEM students? Purpose Develop a metacognitive intervention to help students improve their study habits. Academic Mindset Metacognition 04/30/2022 Social Belonging Study Habits Performance With an ever-changing student demographic, instructors often look for new strategies in which they may help to build an equitable learning environment so that all students may succeed in their course. Projects: Multi-institution on-line faculty development course with local learning communities (ISTP) UofU and SLCC facultylearning community Research tools and skills we use: Survey instruments Observational instruments Cognitive and social psychology Quantitative and qualitative analysis Projects: Study Habits in UofU general chemistry, organic chemistry Study Habits in SLCC introductory bioUlongiyversity of U t ah G ro u p Website: https://chem.utah.edu/directory/frey/research-

Thank you for listening. Questions/Comments? 04/30/2022 University of Utah